Best-practice-recruitment-and-selection-a-tool-kit

Best practice
recruitment and
selection
By.
Amy Jackson
Manager, Business Recruiting and Staffing Development
Michael Page

Best practice recruitment and selection – Micheal Pages 1
Best practice recruitment and selection
By.
Amy Jackson
Manager, Business Recruiting and Staffing Development
Michael Page

Table of contents
1 Introduction 4
1.1 Purpose of this tool kit 4
1.2 Project context 4
1.3 The State Services Authority 4
1.4 The Office for the Community Sector 5
2 What is best practice? 5
2.1 Planning the recruitment and selection
process 7
2.2 Job analysis 8
2.3 Attraction 8
2.4 Short-listing 9
2.5 Selection process: interviewing and additional
assessment 9
2.6 Reference checking 10
2.7 Making a selection decision 11
2.8 Induction/orientation 11
2.9 Evaluation 11
3 Glossary of terms 12
4 Additional resources and links 13
Table of information sheets
Information sheet 1 15
Job Analysis 15
How to determine the required capabilities 18
How to determine job outcomes
or key result areas 21
How to develop key selection criteria 23
Assessing person-organisation fit 24
Developing/revising position descriptions 25
Factors for consideration in attraction 27
Guide to writing better advertising copy 29
Using a standard application form
for short-listing 31
Preparing for interviews 32
How to use a descriptively anchored
rating scale 34
Assessment techniques 35
Reference checking 40
Structured induction/orientation process 41
The buddy system 42
Managing job expectations 44
Probation periods 45

1 Introduction
1.1 Purpose of this tool kit
This tool kit has been developed to assist the
community sector in the application of best
practice in the recruitment and selection process.
This, in turn, supports the broader objectives of
meeting workforce capability needs.
This tool kit represents an end-to-end best
practice recruitment and selection process, from
planning to evaluation.
The tool kit comprises an overview of the
recruitment and selection process, information
sheets, and templates provided online.
This tool kit has been produced to assist
community sector staff in the application of best
practice in recruitment and selection. The
templates can be adapted to suit specific
organisational needs.
1.2 Project context
Working in collaboration, the SSA and the Office
for the Community Sector (OCS) have adapted
this toolkit to suit the recruitment and selection
needs of the community sector.
The toolkit complements recent work completed
on the Community Sector Workforce Capability
Framework as part of the Strengthening
Community Organisations Action Plan by the
OCS, aimed at assisting organisations to align
their workforce with the environment in which they
operate.
The Framework is intended to help identify the
skills that organisations within the sector need to
undertake their work and is able to be used in the
development of job descriptions, identification of
training requirements and to ensure that
organisations have the right range of skills and
knowledge now, and in the future to meet their
organisational aims.
1.3 The State Services
Authority
The State Services Authority’s (SSA) publication
Future directions for workforce planning: actions
to improve workforce planning outcomes across
the Victorian Public Sector assessed the extent of
workforce planning challenges facing the
Victorian Public Service (VPS) and the Sector
and proposed six strategic goals. One of these is
to improve attraction and recruitment strategies.
Arising from the recommendations outlined in the
above report, the SSA undertook a project which
involved two components:
– a literature review that identifies best practice
and relevant models of recruitment and
selection processes
– development of a methodology and tool kit to
assist the VPS and the Sector with recruitment
and selection.
The SSA commissioned Monash University’s
Associate Professor of Psychology, Psychiatry
and Psycho-logical Medicine, Sally A. Carless to
undertake the literature review.
The research document Literature review on best
practice recruitment selection techniques (Carless
Report) identified best practice for each phase in
the recruitment and selection process. A copy of
the research document is available online at
www.dpcd.vic.gov.uk/communitysector.
The SSA with Deloitte and SACS Consulting
developed a methodology and tool kit based on
best practice. Information from the Carless Report
was used to:
– analyse current recruitment and selection
practice in the VPS against identified best
practice
– develop tools based on best practice to assist
human resource practitioners.

1.4 The Office for the
Community Sector
The Victorian Government has established the
Office for the Community Sector (OCS), within the
Department of Planning and Community
Development, in order to support the long term
sustainability of the not for profit community
sector.
The OCS is working in partnership with the
community sector to implement the Victorian
Government’s Action Plan: Strengthening
Community Organisations.
Building the capacity of community organisations
through initiatives such as the development of the
Community Sector Workforce Capability
Framework and this Best Practice Recruitment
and Selection Toolkit are key components of the
Action Plan.
2 What is best practice?
The Carless Report outlines best practice as
predicting who would be the best person for a role
using a variety of recruitment and selection
methodologies. The best practice approaches are
discussed in the following sections.
The tips, tools and techniques in this tool kit have
been developed to assist in selecting the best
person for a role.
Applying best practice indicates that only job
related factors are considered in the recruitment
and selection assessment. Merit and other
employment principles are inherent in the best
practice recruitment and selection process.
More information about the Victorian public sector
merit and other employment principles and
standards can be accessed on the SSA website
at www.ssa.vic.gov.au.
process
Figure 1 provides a representation of best
practice recruitment and selection processes
based on research in the Carless Report. The
process is based on a clearly defined
methodology for recruitment and selection.
The process outlined aims to ensure that all
necessary steps are given due consideration and
occur in a timely and efficient manner to support
an effective yet speedy selection process.
Figure 1 illustrates each stage of the recruitment
and selection process as follows:
– Stages 1 and 2 include the activities that occur
prior to assessing candidates for selection i.e.
planning the recruitment and selection process,
undertaking job analysis to determine the
recruitment and selection criteria and
developing key selection criteria and position
descriptions based on the job analysis.
– Stage 2 outlines the attraction activities.
– Stage 3 includes the specific selection steps
which take place to make a selection decision.
– Stage 4 includes the steps that need to take
place to support the selection decision.
Induction/orientation and evaluation of the
selection methods and process are integral to a
good recruitment and selection process.

The “activity” row includes broad tasks associated
with each step in the process.
The “tools” row includes the references to the
information sheets and templates available in this
tool kit to support the particular recruitment and/or
selection step.
The timeline1
outlined in Figure 1 provides a
guide for each stage of the recruitment and
selection process.
Basing recruitment activity on these timeframes
provides a more efficient process for the
organisation and also benefits applicants.
Image: Figure 1 Best practice recruitment and
selection process
1 The timeframes are based on best practice research including information
outlined in the Australian Public Service Commission’s publication Better,
Faster: streamlining recruitment in the Australian Public Service.
What is the cost of a poor recruitment and
selection process?
A poor recruitment and selection process
increases the probability of a poor hire and this
can have a significant impact on the organisation
financially and non financially.
The financial cost of hiring a poor recruit extends
beyond the costs involved in appointing the
person. It also extends to the ongoing salary
costs of the person and, where a probation period
is not managed efficiently or where a position
turns out to be quite different to the position that
was advertised, legal costs.
A poor recruitment decision can also have a
demoralising effect on staff as their roles may be
affected while time, money and effort are spent
bringing the recruit up to standard, impacting the
motivation to carry out their own roles and
possibly the productivity of the organisation.
How to use this tool kit
This tool kit builds on the Community Sector
Workforce Capability Framework (available online
at www.dpcd.vic.gov.au/communitysector) and
provides a guide to best practice approaches for
each stage of the recruitment and selection
process.
A glossary of terms and a section outlining
additional resources are provided in the
appendices to this document.
The tool kit also includes:
– information sheets on each stage of the
recruitment and selection process. These
information sheets provide practical, detailed
information about particular processes referred
to in this document and provide guidance on
how organisations can best approach the
recruitment and selection process.
– electronic templates for recruitment and
selection processes which can be adapted to
suit individual organisation’s needs. These are
available online
www.dpcd.vic.gov.au/communitysector
References to the specific information sheets and
templates are made throughout this document.

The following sections, 2.1 – 2.9 provide an
overview on the application of best practice as
well as a guide to the rationale behind each
stage. It is important to note the relationship
between each stage and the effect that neglecting
the initial planning stages can have on the overall
process in terms of the impression applicants
may form of the organisation and in terms of
recruiting the right person for the role.
These sections are intended to provide a broad
understanding of the process.
For more detailed information on how these
stages may apply in your organisation, refer to
the specific information sheets.
2.1 Planning the recruitment
and selection process
Upfront planning includes thinking about the steps
in recruitment and selection early; and scheduling
the activity, resources and time to support the
process. Planning is essential in the recruitment
and selection process as it ensures the best
possible process is followed. It helps to manage
time constraints and streamlines the recruitment
and selection process for both the organisation
and applicant.
Planning is crucial as it allows analysis and
design of the position to be filled to be according
to what the organisation needs at the time and in
the future. The departure of a staff member
provides an opportunity to consider and analyse
whether the position itself should change in order
to provide increased benefit to the organisation.
Good planning also positively affects an
applicant’s experience of the recruitment and
selection process and their perception of the
organisation. When the recruitment process is
clear, it allows the recruiter to take a methodical
and professional approach to the task. This in
turn, influences their likelihood to complete the
recruitment process and accept an offer of
employment.
Reference to ‘planning’ and ‘the process’ in this
tool kit includes the administrative activities
underpinning the recruitment and selection
process, as well as how applicants are managed.
Templates to assist in planning your recruitment
selection process are available online at
www.dpcd.vic.gov.au/communitysector. A
planning template is available to record actions,
and timeframes. An assessment plan template
provides guidance on planning recruitment and
selection techniques that will be used to capture
necessary information to underpin an informed
and appropriate decision.

2.2 Job analysis
Job analysis involves determining the
knowledge, skills and attributes2
(KSA) required
to perform in a particular role.
Job analysis is critical to recruitment and
selection because it is the foundation of a high
quality process and when done well identifies not
only the skills and knowledge required to perform
a role but also the attributes, which can be used
to assess ‘cultural fit’ within an organisation. Job
analysis helps to identify the key selection criteria
and inform the position description, which are
both key aspects in attracting suitable candidates.
A poor job analysis is likely to adversely affect the
quality of outcomes, irrespective of how well the
rest of the selection process is executed.
For example, without proper job analysis,
interviewers may develop incorrect beliefs about
the position requirements and hire a person
unsuitable for the role.
More information on job analysis is provided in
the information sheets:
Job analysis process flow diagram, How to
determine required knowledge, skills and
attributes, How to determine job outcomes or key
result areas, How to develop key selection
criteria, Assessing person-organisation fit and
Developing/revising position descriptions.
2 The term ‘attributes’ is used instead of ‘abilities’ as this enables the capture
of the inherent person requirements that are additional to the ‘learned’
abilities of a person.
2.3 Attraction
Attracting the right candidates to apply for vacant
roles is an important step in the recruitment and
selection process. It is important to understand
how your attraction strategy has worked by
evaluating the process undertaken.
Attraction is the result of a range of activities and
processes, including employer branding,
employment value proposition, recruitment and
induction. Attraction strategies provide
opportunities for an organisation to market and
communicate the benefits they can offer
applicants.

2.4 Short-listing
The short-listing process involves determining
which applicants meet the minimum key selection
criteria to perform the job satisfactorily and/or
ranking applicants to progress to the next stage of
the selection process.
Short-listing candidates supports an efficient
applicant assessment process through
ascertaining whether candidates meet the
relevant criteria to reduce the applicant pool to a
manageable size.
Best practice techniques in short-listing applicants
include:
– using a standard application form. This form
should:
•
standardise the format and information
collected from applicants to reduce potential
subjectivity in the assessment process
•
contain statements confirming that the form
has been reviewed for fairness and equity
•
communicate who will see the information,
privacy and how information will be used in
the recruitment and selection process and
state that applicants may be required to verify
the information provided
– using a scoring procedure to evaluate whether
applicants meet the key selection criteria or
determine ranking for the next stage of the
process
– developing, where possible, a talent pool (with
applicants’ permission) of those who were not
successful for this particular position, but who
may be suitable for an alternative position.
More information on short-listing is
provided in the information sheet:
Using a standard application form for
short-listing.
2.5 Selection process:
interviewing and additional
assessment
Interviewing
Interviewing is the most commonly used selection
technique. It can be expensive, time consuming
and most organisations do not maximise its value.
However, if used appropriately, interviewing can
be a good predictor of work performance.
Research suggests that many organisations
conduct unstructured interviews (i.e. have the
person in for a ‘chat’ to see what they are like).
They may also simply ask the same questions of
each applicant believing this constitutes a
‘structured’ interview. This is only considered best
practice if the structured questions are
behaviourally-oriented.
The aim of behaviourally-oriented questions is for
the applicant to demonstrate through past
behaviour that they meet the required KSC e.g.
Please describe a time when you had to raise
funds for a particular purpose within an
organisation. What was the situation, what did
you do and what was the result?
Interviewing that is not behaviourally-oriented
(structured or not) does not align with best
practice and is not considered an effective and
consistent method of predicting work
performance. The key selection criteria arising
through the job analysis should be used to create
the behaviourally-oriented interview questions.
Where a candidate does not meet all criteria to
the required level, the interview also provides an
opportunity for the organisation to consider the
candidate’s potential to grow into the role.
In order to assess this potential, it is important to
have questions that cover how the candidate
might gain the skills and knowledge necessary to
fill the role, for example, covering openness to
further study or asking how the applicant learns
best. This may also provide an opportunity to sell
the role to a larger pool of candidates via learning
and development opportunities.
In order to ensure that assessments made during
interviews are objective, it is advisable that more
than one person be involved in conducting the
interview and in some circumstances for
someone external to the organisation, but with the
appropriate interviewing skill, to assist in this
process. It is also important to advise candidates

who will be conducting the interview.
Using additional assessment techniques
The Carless Report indicates that additional
assessment techniques can enhance the quality
of hire. Additional techniques add more value to
structured, behaviourally-oriented interviews by
providing a higher level of accuracy in predicting
on-the-job performance.
Additional assessment techniques may take a
number of different forms. They could include
psychometric testing (personality or cognitive
ability), work sampling, or job knowledge testing.
Additional assessment techniques should be
aligned with the role type and level.
The outcomes of the additional assessment
techniques should then be incorporated in making
the selection decision.
Note: The additional assessment techniques
outlined in this tool kit are best administered, and
the results analysed, by trained professionals,
such as organisational psychologists.
Avoiding discrimination
For information on avoiding discrimination in the
recruitment process, refer to the Victorian Equal
Opportunity and Human Rights Commission
guide, A Fair Go for Job Seekers – Best practice
guidelines for the recruitment industry and
employers
(http://www.humanrightscommission.vic.gov.
au/pdf/recruitment%20guidelines.pdf)
More information is provided in the information
sheets: Preparing for interviews, How to use a
descriptively anchored rating scale and Additional
assessment techniques. An interview scoring
template is also provided at
www.dpcd.vic.gov.au/communitysector.
2.6 Reference checking
Reference checks are generally used to obtain
the following information:
1. employment dates
2. appraisal of an applicant’s claimagainst the
key selection criteria
3. estimates of an applicant’s job performance
capabilities
4. employer’s willingness to re-hire the applicant.
Professional referees (i.e. a previous employer)
should be contacted to provide information on the
applicant. If an applicant does not provide
professional referees and does not have a
legitimate reason, this could indicate issues
around their past experiences. It is advisable to
explore reasons as to why recent previous
employers’ details are not given.
Telephone reference checks are the most
frequently used method of reference checking.
This method has a number of advantages:
– high return rate
– allows the reference checker to ask follow up
questions for clarification
– it is inexpensive to conduct
– speed.
A structured approach to reference checks
improves its value. A standardised questionnaire
that requires referees to rate the applicant’s
standing on a number of job relevant attributes
(rating scale 0–5) with a descriptively anchored
response format should be used.
Mandatory checks (e.g. police checks) are an
important part of the recruitment and selection
process. These checks must be added into the
recruitment and selection process as relevant to
the organisation.
A standard reference check template is available
online at:

2.7 Making a selection decision
It is common throughout organisations to make
subjective judgements to assess an applicant’s
suitability to the role. This does not align with
identified best practice.
Best practice is to use a scale (for example 0-5
with descriptors for each point of the scale) to rate
each assessment and then combine all ratings for
each assessment activity for each applicant
throughout the recruitment and selection process
to provide the basis for a decision. This is an
especially good method when more than one
selection technique is used. This approach
means the selection decision is more objective,
removing the risk of bias or “gut feeling” which is
not backed up by evidence.
A template that allows you to record individual
applicant scores is available online at
2.8 Induction/orientation
Induction/orientation facilitates a new starter’s
adjustment into an organisation. Effective
orientation is an investment in employee morale,
productivity and retention.
Industry best practice suggests
induction/orientation should involve:
– conducting a structured induction process that
covers tactical and administrative issues
– using a buddy system
– obtaining formal feedback from new starters
after a specified time in the new role
– monitoring and managing probation.
More information on induction/orientation is
provided in the information sheets:
Structured induction process, The buddy system,
Managing job expectations and Probation
periods. An induction checklist is available online
at www.dpcd.vic.gov.au/communitysector.
2.9 Evaluation
Collecting accurate information is essential to not
only understanding what is taking place, but also
to ensure correct interpretation of the facts.
A gap analysis assessment tool has been
developed to provide a resource for the sector to
assess recruitment and selection processes
against those defined as best practice.
The tool is a questionnaire based on the following
dimensions:
– job analysis and key selection criteria
– short-listing
– interviewing and additional assessment
– induction/orientation
– the process (which includes evaluation of the
selection process).
This tool can help the sector identify areas where
they can improve their implementation of best
practice and also measure their improvement
over a number of years through annual
assessments.
A gap analysis assessment tool to use in
evaluating recruitment and selection practices is
available online at

3 Glossary of terms
applicants are individuals who apply for a vacant
role.
attributes are the inherent personal requirements
that are additional to the ‘learned’ abilities of a
person.
behaviourally-oriented questions probe the
applicant to recall a past behaviour to
demonstrate their ability to meet the knowledge,
skills and attributes being measured.
best practice is based on predicting who would
be the best person for a role using a variety of
selection methodologies.
candidates are individuals who are the target
market and potentially may apply for vacant roles.
capabilities capabilities describe the basic skills,
knowledge and attributes people need to
demonstrate in order to do their work effectively.
cognitive ability test is a psychometric test for
measuring an individual’s abilities e.g. verbal and
numeric.
descriptively anchored rating scales (DARS)
uses a description of the key selection criteria to
correspond with a numerical rating. They are
used to rate applicants’ responses to questions.
employee value proposition (EVP) is a
combination of benefits, image and emotional
messages to promote interest in employment.
Induction/orientation is the first step in building
a relationship between the organisation and the
employee once employment has commenced.
job analysis involves determining the required
knowledge skills and attributes to perform in a
particular role.
key result areas outline the outcomes of a role
and why it is important. They are the business
outcomes which are necessary to have achieved
in order for the new employee to be considered
“successful”.
key selection criteria (KSC) are the criteria
developed to assess whether candidates have
the requisite knowledge, skills and attributes in
order to be able to perform in a particular role.
knowledge the information/understanding a
candidate requires to perform a role.
knowledge, skills and attributes (KSA) are the
particular requirements the person needs to
successfully perform the tasks of a role.
orientation assists newcomers adjust to their
new surroundings and learn the behaviours,
attitudes, and skills necessary to fulfil their new
roles and function effectively.
person-organisation fit is the extent to which an
individual’s values match those of the
organisation.
short-listing is used to reduce a large applicant
pool to a smaller more manageable size.
skills the ability a candidate requires to perform a
role
talent pool involves seeking expressions of
interest from people to include their details in a
database for consideration for employment
opportunities.

4 Additional resources and
links
– Australian Public Service Commission, Better,
faster: streamlining recruitment in the Australian
Public Service, Commonwealth of Australia,
2007 available at www.apsc.gov.au.
– Carless, S.A. 2007, Literature review on best
practice recruitment selection techniques,
Melbourne, Monash University.
– Department of Planning and Community
Development, Community Sector Workforce
Capabilty Framework Toolkit (pilot), 2009.
– Hoevemeyer, V.A. 2006, High impact interview
questions: 701 behavior-based questions to find
the right person for every job, NY American
Management Association.
– Lee, D. How to avoid the four deadliest
onboarding mistakes. And why you need to get
onboarding right, 22 November 2005, available
at:
www.ere.net/articles/db/3F9DEDC4BD074E23A
72AD98B938382CA.asp
– O*NET website available at
http://online.onetcenter.org/
– Public Sector Standards Commissioner,
Standards: application of the public sector
employment principles, 2006, available at
www.ssa.vic.gov.au
Guidelines: equal employment opportunity,
2006, available at www.ssa.vic.gov.au
Guidelines: merit in employment, 2006,
available at www.ssa.vic.gov.au
– Recruiting Roundtable 2005, Achieving
operational excellence in recruiting: a new
framework for breaking the quality-time
compromise, Corporate Executive Board.
– State Services Authority 2007, Future directions
for workforce planning: analysis and discussion
available at www.ssa.vic.gov.au
– Standards for Psychological Testing available at
www.apa.org.
– Uniform Guidelines on Employee Selection
Procedures, 29 CF Part 1607, available at
www.uniformguidelines.com.
– U.S. Office of Personnel Management’s
Assessment Decision Guide, available at
http://apps.opm.gov/ADT.
– VPS Employment Capability Framework Card
Set, and Victorian Public Employment
Capability Framework Card Set available from
the State Services Authority.
– Thornton III, G. C. 1992, Assessment centers in
human resource management.
– Woodruffe, C. 1993, Assessment centres:
Identifying and developing competence, (2nd
ed.), Wimbledon, UK: IPM.

Stage 1 – Planning

Information sheet 1
Job Analysis
The key steps in job analysis are as follows:
Step 1 Step 2 Step 3 Step 4
Process
Understand the
tasks
Understand the job Develop selection
criteria & decide
techniques
Review position
description
Activity
Develop a list of tasks
performed on the job
by:
– observing or
interviewing job
experts (such as the
line manager and/or
the incumbent); or
– using O*NET.
Develop a list of KSA
for the role by:
– observing or
interviewing job
experts;
– using the capability
framework;
– asking job experts
to rate job tasks and
KSAs most critical
for effective
performance.
– Develop clear and
unambiguous KSC
to assess the
degree to which
applicants possess
the requisite
capabilities.
– Select or develop
recruitment
selection techniques
that measure the
KSC.
Develop or modify
current position
descriptions to reflect
the KSC identified by
job analysis.
Tools
O*NET Capability
Framework
Information Sheets
2-3
Information Sheet 4 Information Sheets
5-6

The key steps in job analysis are as follows:
1. Understand the tasks related to the current job
– Observe or interview job experts (i.e. the incumbent and the line manager) to develop a list of tasks
performed on the job. Alternatively, an online tool such as O*NET3
can be used to review the task
descriptions.
– Tasks include role responsibilities and duties, that is, what the person actually does in the role – such as
assessing clients, writing reports, and presenting to committees.
Tip 1: In some cases, the incumbent may no longer be in the organisation to assist with the job
analysis. In such cases, the O*NET tool is useful or the line manager may undertake the job
analysis themselves with assistance from staff responsible for recruitment.
Tip 2: The job analysis process can be aided by the use of the Community Sector Workforce
Capability Framework Capability Cards.
2. Understand the capabilities (knowledge, skills and attributes) required for the
position
– Interview or observe the incumbent, line management and/or members of the incumbent’s team to
develop a list of capabilities (knowledge, skills and attributes) that the applicant must possess upon entry
to perform the role effectively. This is distinct from that which can be learnt on the job. Refer to
Information sheet 2: How to determine the required knowledge, skills and attributes and Information sheet
3: How to determine job outcome or key result areas.
– Ask the incumbent, line management and/or members of the incumbent’s team to rate which job tasks
and capabilities are most critical for effective performance.
3. Turn the capabilities (knowledge, skills and attributes) into key selection criteria
– From the capabilities that have been identified as necessary to perform in the role, develop clear and
unambiguous KSC to assess the degree to which applicants possess the requisite capability. Refer to
Information sheet 4: How to develop key selection criteria for more information.
– Select or develop recruitment and selection techniques that measure the capability.
3 O*NET is a free on-line resource which can used as a starting point for a job analysis process. It provides information on both the task and person requirements. It is
available at www.online.onetcenter.org.

4. Review position description
– Develop or modify current position descriptions to reflect the KSC identified by job analysis. Refer to
Information sheet 5: Assessing person-organisation fit and Information sheet 6: Developing/revising
position descriptions for more information.
Tip 3: Relying on existing position descriptions when filling a vacant position is not best practice.
Undertaking a structured job analysis helps to identify what is really required for the position.
Tip 4: Use job analysis to identify the parameters you have for flexibility by:
– Providing training to develop an applicant who demonstrates potential to meet the KSC in time (i.e.
if you do not get a candidate that meets all the job requirements)
– Redesigning the job to meet the requirements of the applicant – this may include job sharing,
changing a full time role to part time, or making reasonable adjustments for a person with a
disability
– Offering flexible work hours
– Providing remote access to organisational systems to allow working from home.

Information sheet 2
How to determine the required capabilities
To successfully perform the role there are certain capabilities (knowledge, skills and attributes) that a
person requires.
Capabilities
Knowledge Skills Attributes
what the person needs to know
in order to perform in the role
the specific skill/ability needed
to meet the required outcomes
of the role
personal characteristics/
style/values relevant to perform
in the role and to align with the
organisation
e.g. industrial relations e.g. problem solving e.g. client/member focussed
KSA can be described as enduring skills or abilities and/or trait-like features. The competencies and
characteristics help identify which applicants are most likely able to perform in a particular role.
The table below provides a brief example of KSA which may relate to a position, it is by no means an
exhaustive list. The capabilities and personal attributes are taken from the Capability Framework.
Example of KSA for a Care Manager
Capability streams
used to establish
skills required
Personal attributes
used to establish
attributes required
Required knowledge
(K)
Good understanding of
theory and practice of
aged and disability
service provision
Good understanding of
assessment,
counselling, liaison,
advocacy
Working knowledge of
high quality case
management
service/provision

Example of KSA for a Care Manager
Required skills (S) Advocacy (to advance
interests of clients)
Communication
(written and oral)
Effective liaison,
networking and
collaboration
Problem solving
Planning and
organising
Interpersonal skills
(active listening,
empathy, social
awareness, emotional
awareness)
Partnerships and
collaboration
Time management
Problem solving
Advocacy
Communication
Client member
outcome
Knowledge of client
issues
Interpersonal skills
Required attributes
(A)
Client focussed
(prioritises needs/aims
for best
outcomes/follows
through)
Committed to social
inclusion
Team player
Empathetic
Respects difference
Manages own time (to
achieve
goals/outcomes)
Client member
focussed
Culturally aware
Inclusive
Collaborative
Supportive
Self disciplined
Developing knowledge, skills and attributes
The hiring line manager and incumbent should work together to determine which capabilities are necessary
to perform the role. In some cases, the incumbent may no longer be in the organisation. The hiring line
manager may determine the capabilities themselves with assistance from staff involved in the recruitment
process.
Refer to the existing position description, and add or remove capabilities after assessing the current
requirements of the role (this is done by the hiring manager observing incumbents or interviewing
incumbents to develop a list of tasks).
– use the O*NET resource for guidance on what tasks are involved in the role. It is available at
www.online.onetcenter.org.
Use the O*NET resource for guidance on what general capabilities are necessary
– O*NET provides descriptors for occupations and the related tasks, knowledge, skill and
abilities/attributes, among various other categories of information on occupations.
Use the Community Sector Workforce Capability Framework Capability Cards to determine which
capabilities are required for the role:
– These card sets assist in identifying the capabilities required to perform a specific role. They can help
determine:
•
which capabilities are critical to perform in the role (must haves)

•
which are desired for the role (nice to haves)
•
which are not necessary/not utilised in the role (not applicable).
– This resource can also help determine the critical capabilities required before starting in the role and
those that can be learnt on the job.
Once the capabilities for the job are determined, the next step is to understand what the key outcomes or
key result areas are for the role. That is, determine how in time you will know the new employee has been a
successful hire – refer to Information sheet 3: How to determine job outcomes or key result areas.

Information sheet 3
How to determine job outcomes or key result areas
After determining what tasks and capabilities are required for the role, it is important to decide what the new
employee is to achieve in this role. That is, determine what key result areas (or outcomes) are necessary
in order for the new employee to be considered “successful”.
The outcomes of the role should be determined using the following goal setting principle:
S = specific
M = measurable
A = appropriate
R = realistic
T = time-bound
An example of a key result area is ‘Decrease workplace accidents by 5% over the next 12 months’. This
simple key result area matches the SMART principle.
Tip: There is a need to move away from ‘recruitment to vacancy’ towards ‘recruitment to capability’.
This requires a far greater emphasis on planning for recruitment rather than waiting for vacancies to
appear4
.
Identifying job outcomes or key result areas produces practical goals which research has indicated
enhances employees’ job satisfaction and engagement. It is also important to identify key result areas that
are typical of the role and are flexible enough to evolve with the job or be transferable to other areas of the
organisation.
The table below provides a set of example key result areas which may be related to a Care Manager role. It
is by no means an exhaustive list.
Key result areas for a Care Manager
Key result area Indicators
Case manage a caseload at optimal level Care manager to maintain caseload of (insert
number) clients
Strengthen client’s community connections and
greater independence with input from clients
where possible
Aiming at (insert number)% of caseload being
linked into community based support within 12
months and positive feedback from clients
(Relaying information to other care managers as
their clients may have similar interests)
Care plans developed in consultation with
relevant parties
Care plans up to date and relevant to ensure best
provision of service for clients
Improve existing network contacts with key Have one contact per month by visiting centre or
4 Future directions for workforce planning: analysis and discussion, State Services Authority, 2007

players in relevant municipalities via telephone
Obtain current information on the variety of client
services and relevant professional agencies in the
municipalities of (list municipalities here) for use
by this program
Develop a resource list of the relevant
services/agencies for access by all care
managers within (insert number) months
Increase knowledge and expertise in palliative
care services
Work on production of palliative care resource
folder for all care managers and visit (insert
number) palliative care services within (insert
number) months
Increase knowledge and skills in middle
management roles for care managers
Undertake learning opportunities and take on
additional responsibilities consistent with a line
management role for 4 weeks per year

Information sheet 4
How to develop key selection criteria
Information obtained from the job analysis process is used to develop the key selection criteria (KSC) that
is to be used to assess the requisite capabilities.
KSC are used to assess applicants on past behaviours and experiences in order to determine whether they
have demonstrated they have the requisite KSA, as opposed to simply saying they meet the criteria.
Key considerations in developing KSC include:
– Has a job analysis been conducted? The quality of job analysis has a direct and significant impact on the
development of KSCs.
– Is the KSC critical to the role (i.e. a must have)? Or is the KSC just an additional benefit if the applicant
has it (i.e. a nice to have)?
– If the KSC is not critical, it is not a key selection criterion and should not be included.
– KSC should be stated in clear and unambiguous language.
– Is the criterion succinctly described?
– All types of candidates, irrespective of whether they are from the community sector or the private sector,
should be able to understand the language being used.
– Does the KSC contain jargon?
– Five or six KSC are usually sufficient to assess the requisite KSA
Tip: While assessing candidates against KSC is important, it is also important to ensure that the use
of KSC does not place additional demands on candidates, especially in a tight labour market.
Therefore, consideration should be given to whether candidates should be required to respond to
KSC at application or at a later stage in the recruitment and selection process.

Information sheet 5
Assessing person-organisation fit
Person-organisation fit is the extent to which an individual’s values match those of the organisation.
Currently there is no robust measure available to effectively assess an individual’s degree of fit with an
organisation, although there are methods that may offer some insight as to the degree of alignment. These
methods could include:
– clearly stating organisational values or mission statements (where applicable) in the position description,
so candidates can self-assess their degree of fit with the organisation
– using behaviourally-oriented interview questions to determine person-organisation fit
•
key attributes determined through job analysis can assist in determining the level of fit e.g. the attribute
is ‘demonstrates a commitment to quality customer service’
•
the following behaviourally-oriented interview question assesses the applicant – Please give me an
example of a complex client service issue you needed to deal with recently – what was the issue and
how did you resolve it?
– asking pertinent reference check questions around an individual’s values: Please describe a time when …
demonstrated a commitment to customer service. Was this typical of the way … dealt with clients?

Information sheet 6
Developing/revising position descriptions
Position descriptions should be developed or revised each time a position becomes vacant or a new one
is created. This is due to the evolution of positions through organisational change.
The job analysis process should be used to inform the development/revision of the position description
(refer to Information sheet 1: Job analysis process flow diagram). As previously described, undertaking the
job analysis determines the current tasks, capabilities, and key result areas that go to forming the position
description.
Key considerations for the development of a position description are to:
– clearly outline the tasks required of the role as determined through the job analysis process
– clearly outline the requisite capabilities as determined by the job analysis process
– include key selection criteria (KSC) that measure the capabilities required for the role in clear and
unambiguous language with no jargon
– clearly state organisational values so candidates can self-assess their degree of fit with the organisation
– state whether working with children checks or police checks are required for the role
– state the job outcomes/key result areas in the position description. By doing this applicants are made
aware of the success measures for the role and therefore understand what measures they will be
assessed against.
A sample position description is provided online at www.dpcd.vic.gov.au/communitysector as a
downloadable template.

Stage 2 – Attraction
Image: Victoria The Place to Be / Department of Planning and Community Development Logo

Information sheet 7
Factors for consideration in attraction
In developing your attraction strategy, the following questions should be asked and answered5
:
Develop a good understanding of your target audience
– Who is the target audience?
– What non financial benefits may appeal to your target audience?
– What are the key demographics of your target audience?
– What are the media use habits of your target audience?
Understand the current labour market
– Do you understand the general trends in supply and demand for the skills set you are recruiting for?
– How easy will it be to find candidates with the skills set in the current local, regional, national and
international labour market?
– How strong is the demand for the skills set and/or the role you are recruiting for?
– What does the current labour market offer in terms of salary and/or benefits for the type of role you are
recruiting for?
– What do long-term talent supply trends look like? Are the skills set or position you are recruiting for likely
to get easier or harder to source?
– What is happening in the international environment that may be influencing shortages in the labour sector
you are trying to reach?
– How closely does your job description match the profile of candidates available on the job market?
Tip: Understanding your current labour market will also help to inform how you undertake your
recruitment selection process. In a tight labour market, for instance, a fair, transparent as well as
speedy recruitment process is important.
Know your competition
– Are other organisations currently recruiting for or terminating employees for a similar role?
– How similar are other organisations’ position descriptions (i.e. are you competing for the same talent)?
– Where are other organisations typically sourcing for individuals of this profile?
– What salaries are other organisations offering for a similar role?
Market the role
– Have you undertaken a job analysis to identify the key requirements?
– Is the language you use in the advertisement relevant to your audience?
– What advertising/communication channels have you considered i.e. online, press, radio, TV,
donors/members, organisational newsletters, and/or specialist magazines? Do they suit your target
audience?
Market the organisation
– What benefits does your organisation offer? How will you sell these benefits in your attraction strategy?
– How will you advertise the role?
Monitor and review
– Do you keep a record of the recruiting methods used, the associated costs and the appointment of
5 This information has been incorporated from the Recruiting Roundtable’sresearch Breaking the Quality–Time Compromise (2005).

candidates that directly correlate with the recruiting methods used?
– Do you collect data on the recruiting methods you use to measure the return-on-investment in terms of
number and quality of hires yielded relative to source investment?
Tip: Attraction methods for regional and rural recruitment will need to be different to those for metropolitan
areas. It is important to ensure that you understand the particular factors facing regional and rural
recruitment prior to advertising.
For more information on regional and rural recruitment go to
http://www.ssa.vic.gov.au/CA2571410025903D/WebObj/WFP_regional_final/$File/WFP_regional
_final.pdf

Information sheet 8
Guide to writing better advertising copy
The point of writing good recruitment advertising copy is to attract the right person for the job and to
promote a strong positive image for your organisation.
Copywriting is not about being clever with words. It is about getting a message clear in your head and
putting it across simply to your target audience.
Before you start writing
It is important to find out as much as you can about the role that is being advertised. Information sheet 7:
Factors for consideration in attraction provides guidance on areas that should be considered prior to writing
an advertisement.
One main selling point or employment value proposition
Always remember that while you may know the benefits of the role, your target audience may not.
Therefore be clear and succinct in your selling point. There may be various selling points to the role,
however, focus on the main selling point. This selling point can be used as a main point for the
advertisement headline or sub-headline.
Writing your advertisement
When starting to write the advertisement it helps to:
– think about the job and the kind of person you would like to apply
– put yourself in your target audiences’ position
– think about the elements that will attract your target audience.
Keep the text short, simple and informal in your advertisement. Following are other tips:
– short paragraphs give added impact and short sentences make it easier for your reader to understand
your message
– avoid using bullet points. They take up a lot of space and they are not very friendly to read. If you’ve got a
list of points to get across, link them in a sentence, or a number of sentences
– think about the tone of voice you are using. Think of your advertisement as a conversation between you
and your ideal applicant
– keep it informal. Use ‘you’ rather than ‘the applicant’ or ‘the candidate’
– try to avoid using clichés.
When you have to write an advertisement in a hurry
For those times when you are stretched for time, here is a quick checklist you can follow to make sure your
advertisement covers the basics:
– Who is your target audience?
– Do you really know what motivates them and why they will want to apply for this job?
– What is your main message in the advertisement?
– What are the most important details about the role (e.g. organisation details, location of role,
qualifications, skills and benefits)?
– Have you verbally communicated the vacancy? (Telling a friend or colleague about the role may help you
write your advertisement.)’
– Is the text in your advertisement short, simple and informal?

Stage 3 – Recruitment and selection

Information sheet 9
Using a standard application form for short-listing
Short-listing is used to reduce the number of applicants for a vacant position into a smaller, more
manageable pool.
Using a standard application form allows for an equitable short-listing of applicants (i.e. comparison of
applicants is based on content of their application). The use of a standard application form provides a more
transparent and objective approach to recruitment than traditional résumé screening as it reduces the risk
of assessing applicants on non-job relevant criteria e.g. résumé style/presentation.
Question design
Questions contained in the application form should be:
– fair and unbiased
– observe equal opportunity laws by not containing potentially discriminatory questions, such as the
candidate’s gender, and date of birth. Further information can be found at:
http://www.humanrightscommission.vic.gov.au/pdf/recruitment%20guidelines.pdf
– related to job success.
Suggested areas to include in the application form which will assist in short-listing are:
– education: qualifications obtained
– employment/work experience: with sections to outline previous position title, responsibilities and
achievements in job roles
– competency based questions: questions requiring candidates to demonstrate how they meet the key
selection criteria (KSC)
– referee details: ideally these should be work-related referees who in some way managed the individual
(i.e. not a peer).
Tip: Ideally short-listing should be undertaken by the same panel members who are interviewing for
the vacant position.
A ranking method can be used to assist in shortlisting. This is where each KSC for the vacant position is
given a weighting (refer to Information Sheet 11: how to use a descriptively anchored rating scale) and
each application is scored against the weighted KSC.
Other methods for short-listing are:
– Interviews (telephone or in-person).
– Psychological testing (in conjunction with another method). This method is used often for large numbers
of applications.

Information sheet 10
Preparing for interviews
Interviewing is the most commonly used selection technique. It can be expensive, time consuming and
most organisations do not maximise its value. However, if used appropriately, interviewing can be a good
predictor of work performance. Ideally, interviews are conducted by a panel of people.
People involved in the interviews
The hiring line manager should form part of the interview panel as they:
– will have an in-depth knowledge of the job
– are well placed to identify high calibre applicants due to their level of involvement in the job analysis
process.
All interviewers should be appropriately skilled/experienced in interviewing techniques and understand their
roles and responsibilities in the process. Any training prior to the interview should:
– specify how to conduct a structured, behaviourally-oriented interview, how to provide effective feedback,
instructions on note taking, how to avoid interviewer bias and how to select applicants based on merit
– be conducted regularly to update/refresh interviewers on interviewing skills.
The interviewing panel should be diverse e.g. including male and female interviewees. It may also be
beneficial to include interviewers who do not belong to the organisation, but with knowledge of the
organisation on the panel in order to reduce the possibility of bias in assessment.
Preparing questions and conducting interviews
Interview questions should be behaviourally-oriented and based on each of the critical key selection criteria
(KSC), as determined through the job analysis process.
Behaviourally-oriented interview questions are recommended (e.g. asking an applicant what they would do
if presented with a particular situation) as past behaviour is the best predictor of future performance.
Tip: Avoid asking questions of a discriminatory nature for example, about pregnancy, parental, or carer
responsibilities, or age. For further information refer to:
http://www.humanrightscommission.vic.gov.au/pdf/recruitment%20guidelines.pdf
KSC should be used to develop appropriate behaviourally-oriented interview questions. The aim of
behaviourally-oriented questions is for the applicant to demonstrate through past behaviour that they have
the required KSC.
Requisite knowledge, skills, and attributes (KSA) are turned into a KSC by making them behaviourally
based. For example, if the job analysis process determines that experience recruiting volunteers is a key
requirement of the role, then this can be turned into a behaviourally based KSC by adding “please give an
example” in front of the requirement i.e. “please give an example of a time when you recruited volunteers.
What means did you use to ensure they had the capacity to undertake the task?”.
This KSC can then be used as a behavioural interview question. For example:
– if ‘knowledge of recruitment practices’ is deemed critical to perform effectively in the role, a behavioural
interview question developed to support this could be as follows:
•
Please describe a time when you had to manage a campaign involving the recruitment of various
roles. What was the situation, what did you do and what was the result?
Interviewers should note applicant responses in the following areas:
– Situation
– Task
– Action
– Result

Further examples of behaviourally-oriented questions that encourage STAR based responses include:
STAR Example questions
Situation or Task – Describe a situation when...
– Why did you ...?
– What were the circumstances surrounding ...?
Action – Exactly what did you do?
– Describe specifically how you did that?
– Describe your specific role in the project?
– Walk me through the steps you took?
Result – What was the result?
– How did that work out?
– What problems/success resulted from ...?
– What feedback did you receive?
Scoring interviews
Interviewers should assess applicant responses using a descriptively anchored rating scale.
– A descriptively anchored rating scale uses descriptors to help define the numerical ratings (refer to
Information sheet 11: How to use a descriptively anchored rating scale for more information).

How to use a descriptively anchored rating scale
The use of a descriptively anchored rating scale is considered best practice as it provides a greater level
of rigour to the assessment process as it helps align interviewers’ scores and removes some of the
subjectivity of rating.
These rating scales use a description of the KSC to correspond with a numerical rating. They should be
developed for each interview question to assist interviewers in rating interviewee responses.
When this rating scale is used, the level of reliability between raters increases. This in turn increases the
validity of the selection technique (i.e. there is a better alignment between ratings given by interviewers).
An example of a descriptively anchored rating scale is as follows:
1 = much less than acceptable. Applicant did not at all demonstrate how they [insert KSC being measured]
2 = less than acceptable. Applicant insufficiently demonstrated how they [insert KSC being measured]
3 = acceptable. Applicant demonstrated sufficient evidence of how they [insert KSC being measured]
4 = more than acceptable. Applicant demonstrated detailed evidence of how they [insert KSC being
measured]
5 = much more than acceptable. Applicant significantly demonstrated in great detail how they [insert KSC
being measured]

Assessment techniques
The use of additional assessment techniques significantly enhances the selection process and increases
the likelihood of a successful hire.
The following section provides an overview of what additional assessment can be used and in which
setting. An overview of ‘why, what, who and how’ each additional assessment technique may be best
employed appears below6
.
Tip 1: Research shows that work related assessment tests are received well. However, the use of
additional assessments should be balanced against factors such as the cost of the assessment, benefits
of using the assessment and labour market forces (i.e. in a tight labour market additional assessments
may prevent candidates applying).
Tip 2: When testing for skills, ensure any particular needs of applicants (e.g. language needs or
disabilities), are taken into account and flexibly applied7
.
Psychometric assessment
Psychometric assessment is widely considered an important component of best practice. The type of tests
typically used for selection purposes are personality, cognitive ability, work styles and motivation. Research
indicates that combining cognitive ability tests with a personality test measuring conscientiousness will
provide a better prediction of work performance than cognitive ability alone.
All psychometric assessments need to be administered and interpreted by a qualified professional (i.e. a
psychologist, and an accredited human resources professional), however the following information provides
an indication as to what assessments are available.
6 Note that following a merit based process is still possible whether additional assessment techniques are used or not.
7 Public Sector Standards Commissioner, Guidelines: equal employment opportunity, 2006, available at www.ssa.vic.gov.au.

Cognitive ability
Why
Research indicates that cognitive ability or general mental ability is well-established as the most
important predictor of work performance. Testing for cognitive ability is important because it has a
direct effect on job knowledge acquisition – individuals who have higher cognitive ability acquire more
job knowledge, are able to acquire it faster and are able to compute complex information quickly and
accurately.
What
Generally, the recommended cognitive ability tests are those that test for numerical and verbal
reasoning. These tests should have been peer reviewed (i.e. tested by other researchers in the field).
The Australian Council for Educational Research publishes tests which have been peer reviewed and
are available to most human resources professionals.
Who
Cognitive ability may be assessed for roles at any level. The use of appropriate norm groups will help
assess the aptitude of an applicant in relation to similar others (i.e. scores for an individual applying
for an administrative role should be compared against an ‘administration’ norm group).
For higher level roles, more difficult tests can be used. For lower level roles, easier tests can be used.
How
Cognitive ability results can be interpreted by someone with relevant qualifications. Many
psychological/HR consulting firms have access to cognitive ability instruments and can administer
and interpret the results for you. Alternatively, organisations may consider accrediting suitable internal
staff in certain instruments to build internal capabilities in this area. It is not recommended, however,
that an individual without appropriate qualifications/accreditation administer these tests or interprets
results.

Personality assessment
Why
Personality assessment provides insight into an applicant’s personal style i.e. how conscientious they
are, how well they cope with stress, how they cope with frustration and anger, etc.
What
A highly recommended personality assessment is the NEO PI-R. This inventory
is based on a 5-factor model of personality and is the most widely validated personality instrument.
There is considerable research evidence that suggests that the 5-factor model of personality is a
strong predictor of performance on the job8
.
Who
Applicants’ personality should be assessed for roles at any level. It can be an important assessment
for applicants who may move into, or are already in, positions of leadership and management. This is
due to the unique insight it provides into how a person is likely to lead others.
How
Personality inventories can only be interpreted by qualified/accredited individuals. Many
psychological/HR consulting firms have access to instruments such as the NEO PI-R and can
administer and interpret the profile for you. The NEO PI-R in particular should be interpreted by a
psychologist; however, there are other personality instruments that non-psychologists can obtain
accreditation in. Suitable individuals may be eligible for accreditation, which would create internal
capabilities in this area.
8
For example: Costa, P.T.Jr. Work and personality: Use of the NEO-PI-R in industrial/organisational psychology. Applied Psychology: An International Review. Vol
45(3) Jul 1996, 225-241; Piedmont, R.L. & Weinstein, H.P. Predicting supervisor ratings of job performance using the NEO Personality Inventory. Journal of
Psychology: Interdisciplinary and Applied. Vol 128(3) May 1994, 255-265; Barrick, M.R & Mount, M.K. The Big Five personality dimensions and job performance: a
meta-analysis. Personnel Psychology. Vol 44(1) Spr 1991, 1-26; Detrick, P. et al. Validity study: relationship between personality and academy performance. Applied
H.R.M. Research. Vol 10(1) 2005, 99-102.

Work sample and job knowledge assessment
Why
Work sample tests and job knowledge tests can be used to ascertain specific skill levels required
before beginning a position (i.e. skills that cannot be learnt on the job). These two types of tests are
quite similar in nature. Job knowledge tests measure critical knowledge areas needed to perform a
job effectively and are generally used to assess specific skill sets i.e. technical skills such as IT
programming. Work sample tests assess the actual execution of the critical knowledge i.e. they are
practically based rather than knowledge based.
What
Given the work sample or job knowledge test is unique to the role, there is generally no ‘off-the -shelf’
solution. Tests of this nature need to be specially developed. Ideally, these tests should be developed
by an organisational psychologist, and administered and scored by trained human resources
specialists. Scoring work sample tests involves trained experts observing and rating behaviour,
whereas job knowledge tests are written tests that have right/wrong response options.
Who
These tests may be used for technically oriented roles where specialist skills are required prior to
entry into the role.
How
A trained specialist who scores the test or observed behaviour should be the one to interpret the
results. Written results can then be provided to the hiring line manager.

Stage 4 – Induction/Orientation/
Evaluation

Reference checking
Reference checking is an essential part of the recruitment process and occurs to confirm information the
candidate has included in the application.
Professional referees should be provided by the applicant at the request of the recruiter and it is preferable
that these referees managed the candidate. Where an applicant is not able to provide professional referees
and is not able to provide a legitimate reason, it is advisable to explore why.
Questions used in reference checking should be scored using a standardised questionnaire using a
descriptively anchored ratings scale (for example 1-5 with each measure containing a descriptor explaining
what the measure means) in order to reduce the risk of non evidence based assessments. An example of
such a scale is provided in Information sheet 11 how to use a descriptively anchored rating scale.
Some areas that should be covered in the reference check are employment dates, confirmation of a
candidate’s claims in their application, estimates of an applicant’s job performance capability and the
former employer’s willingness to re-hire the applicant.
Similarly to the interview, it is advisable to use a combination of open and closed questions when
conducting reference checks.
Conducting any necessary checks such as police checks or working with children checks should also occur
at this stage. Organisational policy should cover whether this is a requirement.

Structured induction/orientation process
Induction should be a structured process for all new starters. It is the first step in building a relationship
between the organisation and the employee. Research outlines that the transition to the new workplace is
made easier and more effective for both the new starter and the employer if there is an effective
induction/orientation process.
The potential benefits of a structured induction process are:
– alignment of new starters with the organisation’s mission, vision, and values
– an improved understanding of the organisation and where they fit into the organisation’s plans and goals
for new starters
– retention of staff.
Induction content
Content of the induction process should cover both administrative and tactical issues, such as:
– organisational vision, mission and values should be communicated
– organisational business plan should be communicated
– learning and development and performance management programs
– administrative forms (such as payroll information) which should be distributed and completed prior to the
new starter’s orientation.
Common mistakes
In designing the induction process, research
9
indicates the following are common and costly mistakes:
– trying to fill up 20 hours of information into four hours of orientation
– running an unstructured induction believing that doing so has no negative impact
– providing the new employee with a range of publications but no explanation as to why they may find them
helpful
– making new starter orientations boring
– introducing new employees into the organisation without appropriate support and coaching.
A sample induction checklist that may be considered in preparing an induction process for new starters is
online at www.dpcd.vic.gov.au/communitysector.

The buddy system
The buddy system is designed to support and provide new starters with guidance and information to assist
their transition into their new role. It is also an opportunity for the assigned buddy to directly (and positively)
effect the experience new starters have with organisation.
The potential benefits of the buddy system are:
– faster integration of new starters into the organisation’s culture and processes
– increased employee satisfaction and morale.
Buddy relationship
The assigned buddy should be from the same peer group level as the new starter and have enough
organisational experience to competently assist the new starter in the initial phase of their employment.
Important aspects of the buddy’s relationship with the new starter include:
– confidentiality and trust
– the development of rapport and respect
– continuous interest in and communication with the new starter
– accessibility of the buddy to the new starter
– sharing knowledge and experience
– ensuring that the new starter is working effectively and achieving the goals of the business.
The relationship of a buddy is ongoing. It is expected that, within the first month of commencement of
employment, the reliance on the buddy relationship will be stronger.
However, as the new starter becomes more familiar and confident within the workplace, the buddy’s
responsibilities will become less evident.
Buddy responsibilities
The following are suggested guidelines and expectations of the assigned buddy for the first three months of
the new starter’s employment.
Prior to commencement
– call the new starter to welcome them to the team; check if they have any questions before they
commence
– organise a catch up for the new starter’s first day in the organisation and invite other team members
– ensure you have time put aside in your diary (in line with the new starter’s schedule) to dedicate to your
buddy.
First day
– be available to greet the new starter following their induction (if attending) or first thing in the morning
– organise a catch up with team members on their first day in the organisation
– introduce new starter to key contacts/team members
– provide guidance on completing first common system requirements
– refer new starter to the online induction material (if available).
First month
– continue to introduce the new starter to members of the wider organisation and be available to assist
them in settling in
– ensure the new starter is invited to specific meetings with the organisational support staff
– where possible, provide on-the-job training on organisational processes, procedures and policies
– provide assistance with business tools that the organisation may use.
First three months

– continue to provide support and assistance as required
– where possible, continue to provide on-the-job training on the organisation’s processes, procedures and
policies.

Managing job expectations
Managing new starter expectations is critical to enhancing the success of an applicant’s placement in the
organisation. Assessing and understanding whether employees are culturally, intellectually and emotionally
aligned with the organisation provides a stronger connection between the employer and employee.
A psychological contract is the degree of alignment between the communicated role requirements and
expectations with the reality of what is actually experienced. Where misalignment of expectation and reality
is high, an increased likelihood of resignation exists.
The potential benefits of managing new starter expectations and reality are:
– reduced risk of resignations
– improved workplace productivity and morale.
Confidential communication
To align new starter expectations with reality, a formal feedback process should be obtained from new
starters after a specified period of time in the new role.
Feedback should:
– be collected by an external, independent person
– be treated confidentially.
Any individual information provided to the organisation by the third party must be authorised by the new
starter on a signed consent form.
Feedback focus
The feedback sought should focus on:
– understanding what initial promises or statements were made during the selection process that led to
developing the new starter’s particular expectations
– obtaining the new starter’s perception on:
•
their ability to realise the promises that were made to them
•
career opportunities within the organisation
•
values that are important to the organisation.

Probation periods
The probation period is critical to ensuring the role and organisation is right for the new starter.
It provides an opportunity for the new starter to understand and appreciate job requirements and expected
work standards, their fit with the organisation, and for the employer to address any issues during the
probation period.
The potential benefits of actively managing probation periods are savings in resources otherwise required
for supervision, counselling, training and management of underperforming people.
It is recommended that meetings are scheduled with the new employee at regular intervals leading up to
the conclusion of the probation period. These meetings should be used to assess how the new employee is
performing and coping with the role. These provide an opportunity to clarify responsibilities and tasks and
make sure that any support required is offered.
Factors to consider for probation periods include:
– when planning the job and undertaking the job analysis:
•
think about the application of probation periods, considering the nature of the job
•
advise applicants that probation periods will apply and the estimated duration during the recruitment
process.
– once the selection decision is made:
•
set the probation period, reflecting on the successful new starter’s experience, expertise, and so on.
– on job commencement:
•
discuss the probation period with the new starter, including intent and structure.
– during the probation period:
•
regularly monitor new starter’s performance during the probation period and be clear about who is
responsible for monitoring (typically, the hiring line manager is responsible for monitoring probations
and confirming the appointment of employees)
•
meet with the new starter regularly regarding performance and probation.
– at the end of probation period:
•
complete probation report
•
notify the new starter and human resources of the probation decision (i.e. confirm appointment, extend
probation or annul employment).

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